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Handbook of Classroom Management

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autism inclusion strategies
Behavior Specific Praise
behavioural intervention strategies
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Classroom
Classroom Management
Classroom Management Courses
Classroom Management Practices
Classroom Management Skills
Classroom Management Strategies
Classroom Management Training
Cm
Culturally Responsive
Discipline Disparities
Discipline Gap
Education Handbook
Educational Psychology
Effective Classroom Management
Emmer
Emotional Exhaustion
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equity in school discipline
Evertson
evidence-based classroom interventions
Exclusionary Discipline
MTSS Framework
multi-tiered support systems
National Academies
Office Disciplinary Referrals
Out-of School Suspension
PBIS Framework
Professional Development
Racial Discipline Gap
restorative practices
Sabornie
School
School Psychology
School Resource Officers
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Social Emotional Learning
Student
Student Engagement
teacher wellbeing
Teachers
Teaching
Weinstein

Product details

  • ISBN 9781032224367
  • Weight: 1029g
  • Dimensions: 178 x 254mm
  • Publication Date: 22 Sep 2022
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
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Description

The Handbook of Classroom Management, Third Edition, is an authoritative treatment of the latest science and development in the study of classroom management in schools. Evidence-based classroom management practices and programs are essential to enhancing students’ academic, behavioral, social-emotional, and motivational outcomes across grade levels. This comprehensive volume collects scholarship and cutting-edge research for graduate students and faculty of psychology, teacher education, curriculum and instruction, special education, and beyond. The book has been thoroughly revised and expanded with updated coverage of foundational topics such as effective instruction, preventative strategies, positive behavior intervention and supports, family–school relationships, legal issues, and other related topics, while also giving new attention to social justice, students on the autism spectrum, and adaptations across urban, rural, and virtual contexts.
About

Edward J. Sabornie is Professor in the College of Education in the Department of Teacher Education and Learning Sciences at North Carolina State University, USA.

Dorothy L. Espelage is William C. Friday Distinguished Professor of Education in the School of Education at University of North Carolina, USA.